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Katherine Rawson, Ph.D.

Education: Ph.D., University of Colorado (2004)

Research Interests

My research investigates text comprehension and metacognition. Current interests include exploring how text comprehension processes become automatic, how the various component processes involved in text comprehension interact with one another, how to optimize text learning in educationally relevant domains, and how self-regulatory processes can support such learning. Dr. Rawson's vita.

Courses Frequently Taught

  • General Psychology
  • Psychology of Language

Recent Publications

Rawson, K. A., & Van Overschelde, J. P. (in press). How does knowledge promote memory? The distinctiveness theory of skilled memory. Journal of Memory and Language.

Pyc, M. A., & Rawson, K. A. (in press). Examining the efficiency of schedules of distributed retrieval practice. Memory & Cognition.

Rawson, K. A. (2007). Testing the Shared Resource Assumption in theories of text processing. Cognitive Psychology, 54, 155-183.

Rawson, K. A., & Dunlosky, J. (2007). Improving self-evaluation of learning for key concepts in expository texts. European Journal of Cognitive Psychology, 19, 559-579.

Rawson, K. A., & Kintsch, W. (2005). Rereading effects depend upon time of test. Journal of Educational Psychology, 97, 70-80.

Van Overschelde, J. P., Rawson, K. A., Dunlosky, J., & Hunt, R. R. (2005). Distinctive processing underlies skilled memory. Psychological Science, 16, 358-361.

Dunlosky, J., Rawson, K. A., & Middleton, E. L. (2005). What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses. Journal of Memory and Language, 52, 551-565.

Rawson, K. A. (2004). Exploring automaticity in text processing: Syntactic ambiguity as a test case. Cognitive Psychology, 49, 333-369.

Rawson, K. A., & Kintsch, W. (2002). How does background information improve memory for text content? Memory & Cognition, 30, 768-778.

Rawson, K. A., & Dunlosky, J. (2002). Are performance predictions for text based on ease of processing? Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 69-80.